In Week 5 – UnderWay, we talked about how the online curriculum you have built will be used when students are in your class. The more significant concern is, what do you do when students aren’t on campus? The issue is not whether or not the class is set up (you’ve prepped your course and you have it in your online framework. It’s ready to go!), the real issue is how you ensure all students can access it.
Let’s focus on access to the internet, computers, technology, and paper packets.
In Week 4 – Live Instruction, we discussed what the opening of your class will look like, how you support students and tools you can be used to assist with that. This week we’re going to talk about your class. You’ve designed your curriculum, and students are using quizzes, discussion boards, and other Online Educational Resources (OER) for work. So let’s talk about how to define success, and what to expect from your role as an instructor, and how you use the tools of an online course to help with your workload and support the peers in your classroom.
Over the past several weeks you have done the hard work! Your curriculum is sorted. You have put it into an online space. Now your goal is to introduce your students to this new framework and your expectations. Start your class as you typically would: Introduce yourself to the group, share your syllabus, and share how computer use is part of your instruction. How do you support the various needs of students? This post is geared towards the answer.
This is the 4th post in a series of posts helping instructors prepare for the fall term. Over the past two weeks, readers have taken courses from concept or traditional face-to-face model and transferred it to the Outline. In this post readers are introduced to the nuts and bolts of adding content to their online course.
This is a continuation of the “Week 2: Building one course” post.
In Week 2 readers created goals, checked they aligned with course topics, and read some light conversation about use of research in learning.
In “Week 2.5: Course design models” participants will read some models, thenl plan their course week, and finally, talk about resources.
The first post in this series is
In Week 1 you worked to decide where your course is going and what your students will be learning. In Week 2 we’re going to work on understanding the school’s schedule, your schedule of assignments, and what you expect students to be doing when.
Let’s plan the road trip – where do we start and we do we end?
The goal of Week 1 – Planning is for you to have thought through what is expected of you to be leading, and what you expect of your learners. Over this section you will be doing some formulating and recording of ideas (Course Outline Worksheet Step 1) , and editing those ideas into an overview (Course Outline Worksheet Step 2). The overview will be moved into a course structure next week.
No one knows what the fall term will look like, so how do you plan for it?
The positive is that you, the instructor, already know what you want people to learn. What this writing is about is how to allow you to deliver that instruction regardless of interruption. This is where using your knowledge with technology will make for a powerful dynamic…